Why don''''t you eat it

某日,英语老师突击小测,全班措手不及,一片人仰马翻,笑话百出。有汉译英“石头”一词。本小姐百般苦思,灵机一动,用“嘴里会动的一块肉”在一旁注解。     

Why are you so stupid?

[Vocabulary] 1.red-handed: 当场的2.a white boy:老实而单纯的孩子3.someone be yellow:某人很胆小4.out of the blue: 晴天霹雳5.Do you see any green in my eyes?:你以为我幼稚可欺吗?6.see red:很气愤     

Why do you hit me?

１．Tom’smothergoestoEngland．ShewillstudyEnglishforaboutayear．２．Tom’sfatherisabusiness－man（商人）．Heisverybusyeverydayandhas＿＿＿１＿＿＿timetodohousework．３．Tomandhisfatherdon’tsweepthefloorandwashtheplatesaf－ter＿＿＿２＿＿＿．Theydon’tcleanthetable＿＿＿３＿＿＿twoweeks．Thereismuchdust（灰尘）onthetable．４．OneFridayafternoon，Tomcleansthetableandotherfurniture（家具）＿＿＿４＿＿＿becausehisfriendswillcometohishome．Hewantsthemto＿＿＿５＿＿＿agoodtime．５．Whenhisfath…     

Why did you do that? Teachers explain the use of legal aggression in the classroom

Teachers (n = 233) who employ aggressive classroom management strategies were asked to theorise about their use. Levels of support for three theoretical explanations for aggressive behaviour were assessed via a 26 item scale. The items loaded to three factors: Attribution Theory; Efficacy Theory and Attachment Theory. Results indicated most teachers, 42%, supported Attribution, 34% supported Efficacy, and 33% supported Attachment as an explanation for aggressive behaviour. Moreover, 14% of teachers support all theories simultaneously, whilst 27% of teachers rejected all theories. The implications of these findings are that many teachers may be theoretically blind when it comes to classroom management: hence re- rather than pro-active. The importance of this finding for professional development providers and future qualitative research design is discussed.     

How did you get them iced so smoothly?

A young man was visiting hisbrother and sister-in-law for christ-mas dinner and Was surprised to findhis young nephew,Timmy.helping     

Why do you never Phone me?

MrsHarrislivesinasmallvillage.Herhusbandisdead,butshehasoneson.Heistwenty-oneandhisnameisGeoff.Heworkedintheshopinthevil-lageandlivedwithhismother,butthenhegotworkinatownandwentantlivedthere.ItsnamewasGreensea.Itwasquitealongwayfromhismother's     

What was it like for you?

Abstract

As LEAs and schools develop their inclusive policies and practices, arguments about how to provide the most effective education for pupils with EBD continue. Is it possible to provide high quality education for this group in mainstream schools whilst not adversely affecting the education of the other pupils? What are the consequences of placing the most disturbed pupils in special schools? What do the pupils themselves think? This article draws on findings from 26 interviews with former pupils of an EBD residential school. We were interested in their opinions about the quality of education and care they received at the school and the impact of the placement on their experiences as young adults. Overall, despite some concerns, the former pupils have very positive memories of the school and felt that it had helped them to overcome their learning and behavioural difficulties. The findings have key implications for the development of policy and practice.     

Unit 3 Why do you like koalas?

【新课程要求】1.本单元要求从听、说、读三方面认识一些常见的动物,简单区分食肉性动物与食草性动物。2.学会用形容词来正确地描述动物,表     

People,Why do you Do That?

I am a fish. When I was born, I was very small, and my father andmother both loved me very much. My home was in a river, and I had alot of friends.They were all beautiful and healthy fish. We often playedgames together happily. We found that our home——the river was very cleanand beautiful.We all loved her.     

Who do you regard as successful people? Why?

In my opinion,the standard of success is being as"stupid"as Forrest Gump(阿甘).I am sure that many peoplesurely think that I must be crazy sinceGump's IQ is only 75. But here,"stupid"I mentioned is akind of attitude towards life,being optimistic and ticking on aims.If Gump     

Pedagogies for social justice: did Bernstein get it wrong?

This paper explores the often‐touted incompatibility between ‘intellectual rigour’ and ‘relevance’ as this has manifested in Australian debates over Queensland’s New Basics and ‘productive pedagogies’, and associated initiatives such as the New South Wales Quality Teaching Framework. This debate can be located in longer‐standing concerns about how best to meet the educational needs of students who experience social disadvantage. In particular, we focus on the way Bernstein’s concept of ‘vertical’ and ‘horizontal’ discourse has been used by him and others to argue against attempting to make academic knowledge more ‘relevant’ by introducing elements of students out of school lives into the classroom. Drawing on examples from the literature, we trouble Bernstein’s contention that academic and ‘everyday’ knowledge represent different, incompatible knowledge forms that cannot be successfully integrated. This troubling creates an opening for reconsidering the relationship between ‘intellectual rigour’ and ‘relevance’. We argue that we can and should pursue the bringing together of ‘intellectual rigour’ and ‘relevance’ as a means to engage better all students, but particularly those who experience social and educational disadvantage, and improve their learning outcomes. Accordingly, we call for challenging, at a theoretical, practical and policy level, the perception that learning cannot be made relevant without sacrificing intellectual rigour. We also call for more research on teachers already integrating ‘intellectual rigour’ and ‘relevance’, and for teacher professional development and scaffolding to achieve this and to moderate multiple student perspectives and claims to ‘relevance’.     

Where did you go on vacation？

Exercise is good for our health. It can make sick people feel better. So the doctors always says to their patients： Do more exercise !     

If you build it, will they come?

The most effective part of the communication plan for “Selling IBM Global Services” was to send copies to executives and managers. It generated curiosity and got people talking across organizations about how the program could be used. We also got excellent response from demonstrations of the program, substantiating our theory that if people see it in action they will use it. For our next project or this type, we will include a segment called “If you only have 5 minutes” within the program to motivate people to try it. The program is now in use in China, Southeast Asia, the United States, and Europe. A Webbased version of “Ask the Experts” is now available to IBM employees around the world.     

How much will you give me for it?

Once a man named Grant found a box of old papers in a room at the top of his house. He 1 most of them, for he did not like old things very much. But one of these papers was an old 2 At the bottom of it was the name of a well-known writer. "When this letter was written," said Grant, " 3 knew about the writer. But now everyone knows him. Some people like to buy letters     

Why does it rain on the road,too?

A small boy and his father were having a walk in the country when it began to rain. They did not have raincoats(雨衣)or umbrellas(伞)with them and there was not any place to hide(躲藏) from the rain, so they had to walk home. Soon they were all wet.